4/6/2016 Creating a Continuum of Prevention and Teaching Strategies for Challenging Behavior Shawn P. Quigley PhD, BCBA-D Center for Development and Disability Overview of Objectives • Beating a dead horse? • Stones of a foundation • Knight in shining armor? Beating a Dead Horse? 1
4/6/2016 CONTINUUM OF Tertiary Prevention: SCHOOL-WIDE Specialized INSTRUCTIONAL & Individualized FEW POSITIVE BEHAVIOR Systems for Students ~5% SUPPORT with High-Risk Behavior Secondary Prevention: ~15% Specialized Group SOME Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students (Sugai, 2010) Behavior Academic Continuum Continuum Integrated Continuum (Sugai, 2010) 2
4/6/2016 ESTABLISHING CONTINUUM of SWPBS (Sugai, 2010) TERTIARY PREVENTION TERTIARY PREVENTION • Function-based support • ~5% • Wraparound • • Person-centered planning • • • • • ~15% SECONDARY PREVENTION SECONDARY PREVENTION • Check in/out • • Targeted social skills instruction • • • Peer-based supports • • Social skills club • • PRIMARY PREVENTION PRIMARY PREVENTION • Teach SW expectations • • Proactive SW discipline • • Positive reinforcement • • Effective instruction • • Parent engagement • • ~80% of Students • My Top Reasons Tiered Services Appear To Be A “Dead Horse” #1 Staff turnover #2 Funding is not sufficient #3 Allocation of funding (reaction vs prevention) #4 Fidelity of implementation #5 Lack of adequate training (lecture vs coaching and feedback) #6 Lack of integration between academic and social 3
4/6/2016 My Top Reasons Tiered Services Appear To Be A “Dead Horse” #1 Staff turnover • Typical turnover (e.g., retirement) • Turnover due to lack of preservice training and teaching conditions •Changes across buildings #2 Funding is not sufficient #3 Allocation of funding (reaction vs prevention) #4 Fidelity of implementation #5 Lack of adequate training (lecture vs coaching and feedback) #6 Lack of integration between academic and social #2 and #3 Distribution of resources for school-wide academic and social supports ~80% of Resources ~15% of Resources ~5% of Resources My Top Reasons Tiered Services Appear To Be A “Dead Horse” #1 Staff turnover #2 Funding is not sufficient #3 Allocation of funding (reaction vs prevention) #4 Fidelity of implementation #5 Lack of adequate training (lecture vs coaching and feedback) #6 Lack of integration between academic and social 4
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4/6/2016 My Top Reasons Tiered Services Appear To Be A “Dead Horse” #1 Staff turnover #2 Funding is not sufficient #3 Allocation of funding (reaction vs prevention) #4 Fidelity of implementation #5 Lack of adequate training (lecture vs coaching and feedback) #6 Lack of integration between academic and social 6
4/6/2016 #6 Integration of academic and social Behavior Academic Continuum Continuum Integrated Continuum (Sugai, 2010) Stones for a Foundation #1 7
4/6/2016 Stones for a Foundation #1 • Class and school rules • What do you do to teach the rules? • How do you motivate students to follow the rules? • What do you provide to students who need additional supports to follow the rules? 8
4/6/2016 ESTABLISHING CONTINUUM of SWPBS (Sugai, 2010) ~5% ~15% PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • ~80% of Students Stones for a Foundation #1 • Planned instruction • The pea green book (Peterson, Peterson, & Lacy, 2003) • Boys town social skills • Corrective teaching • Behavioral directives • Crisis management 9
4/6/2016 Stones for a Foundation #1 • Describe skill and steps (x3) • Reason for skill and steps (x2) • Model • Student say the steps • Student mode the steps • Positive feedback 10
4/6/2016 Stones for a Foundation #1 PREVENTION through actively teaching skills!!! Stones for a Foundation #1 PREVENTION through actively teaching skills!!! Stones for a Foundation #1 • Prevention through active teaching is different than prevention through environmental changes. • Fighting at the bus stop • Prevent by giving the student rides to school every morning. • Prevent by teaching the student (and others) how to compromise (or other strategies). Assess why the behavior occurs and teach skills that are more socially appropriate. 11
4/6/2016 Stones for a Foundation #2 ESTABLISHING CONTINUUM of SWPBS (Sugai, 2010) ~5% ~15% PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • ~80% of Students Stones for a Foundation #2 • Negative versus positive • Emotional/affective connotation • Mathematical expression 12
4/6/2016 Stones for a Foundation #2 • “Add” praise statements, preferred activities, tokens to purchase items, etc. • “Subtract” non -preferred activities, portions of activities, etc. Stones for a Foundation #2 • General praise • Descriptive praise • Instructive praise Stones for a Foundation #2 • General praise • Make a praise statement • Descriptive praise • Instructive praise 13
4/6/2016 Stones for a Foundation #2 • General praise • Descriptive praise • Make a praise statement • Describe the behavior • Instructive praise Stones for a Foundation #2 • General praise • Descriptive praise • Instructive praise • Make a praise statement • Describe the behavior • Give reasons why behavior is important Stones for a Foundation #2 • Token economies • Coyote cash and badger bucks • Students are provided additional contingencies to support the acquisition of new skills 14
4/6/2016 Stones for a Foundation #2 • Token economies • There need to be parameters that all staff and students follow • How tokens are earned • How tokens are removed • Exchange of tokens • Value of tokens Stones for a Foundation #2 • Token economies • Recognition of differences across students Jarom Omni = CCCCCCCCCCCC = C Stones for a Foundation #3 15
4/6/2016 ESTABLISHING CONTINUUM of SWPBS (Sugai, 2010) ~5% ~15% PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • ~80% of Students Stones for a Foundation #3 • Planned instruction • Corrective teaching • Opportunity to teach when a previously taught skill is not used correctly • Behavioral directives • Crisis management 16
4/6/2016 Stones for a Foundation #3 • Planned instruction • Corrective teaching • Behavioral directives • Opportunity to keep the situation from escalating further. Expanded and individualized teaching may need to be planned for • Crisis management Stones for a Foundation #3 • Planned instruction • Corrective teaching • Behavioral directives • Crisis management • Opportunity to keep everyone safe. Expanded and individualized teaching is needed. Stones for a Foundation #4 17
4/6/2016 ESTABLISHING CONTINUUM of SWPBS (Sugai, 2010) ~5% ~15% PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • ~80% of Students Stones for a Foundation #4 • Components of effective instruction (Fredrick & Hummel, 2004) • Clearly stated objectives • Accurate model • Opportunities for active student responding • Immediate feedback about accuracy of responding • Reinforce correct response • Frequent measures of performance • Self-pacing • Mastery Stones for a Foundation #4 • Components of effective instruction (Fredrick & Hummel, 2004) • Clearly stated objectives • “Given what, who will do what, how well, how many times, as measured by what?” 18
4/6/2016 Stones for a Foundation #4 • Components of effective instruction (Fredrick & Hummel, 2004) • Accurate model • “I do, we do, you do” Stones for a Foundation #4 • Components of effective instruction (Fredrick & Hummel, 2004) • Opportunities for active student responding • Immediate feedback about accuracy of responding • Reinforce correct response • Frequent measures of performance 19
4/6/2016 Stones for a Foundation #4 • Components of effective instruction (Fredrick & Hummel, 2004) • Mastery Stones for a Foundation #4 Generalization Fluency Acquisition Knight in Shining Armor? 20
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